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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Related Experiment Video

Updated: Apr 5, 2026

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

Assessment of language acquisition.

Peter A de Villiers¹, Jill G de Villiers¹

¹Smith College, Department of Psychology, Northampton, MA, USA.

Wiley Interdisciplinary Reviews. Cognitive Science

|August 15, 2015

Summary

This review explores effective language assessment methods for identifying children's strengths and weaknesses. It emphasizes content validity and unbiased evaluation for diverse linguistic backgrounds, advocating for process-oriented measures.

Area of Science:

Child language acquisition
Developmental psychology
Linguistic assessment

Background:

Language assessment design is critical for diagnosis, intervention planning, and research.
Precise language profiles are essential for defining phenotypes of language and neurodevelopmental disorders.
Formal tests and language sampling have distinct benefits and costs.

Purpose of the Study:

To review optimal methods for assessing language acquisition.
To explore content validity and its importance in assessment.
To address challenges in unbiased assessment for diverse populations.

Main Methods:

Review of formal tests versus language sampling.
Discussion of content validity grounded in child language acquisition theory.

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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

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Examination of sensitivity and specificity issues in assessment instruments.

Main Results:

Content validity is paramount for accurate assessment and interpretation.
Existing assessment standards may be biased against certain groups or dialects.
New approaches like dynamic assessment and generalization studies offer promising alternatives.

Conclusions:

Assessment must be theoretically and empirically grounded in child language acquisition.
Unbiased assessment is crucial for diverse linguistic and cultural backgrounds.
Focusing on the process of acquisition, not just achievement levels, is vital.